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Advisor(s)
Abstract(s)
Adult education is a fundamental and strategic part of the new strategies for Europe.
Education, learning, lifelong and lifewide learning are the central pivots for a sustainable,
smart, and creative growth of people for the future, a very close future, as a mid-term horizon.
Thus, the training of the trainers appears to be one of the most important points of
research and practice fields in adult education, and it is possible to say that the beginning
and continuous training of adult educators, adult teachers, trainers, guides, and coaches/
mentors is a sensitive and central point for professionalisation. This chapter focuses on the
qualitative pathways for the training of adult trainers from a comparative perspective. The
authors describe the differences at the legislative level and the variations in the training
situation in three European countries: Italy, Germany, and Portugal. The aim of the article
is to confirm the initial hypothesis: Although trainers are highly regarded in the development
of societies, economies, and people, their working conditions and job situations seem
to be underestimated (reflected namely
Description
Keywords
Pedagogical Context
Citation
Boffo, V., Kaleja, K., Fernandes, J. (2015). Regulations and working conditions for trainers in adult education: A comparative glance. In R. Egetenmeyer (ed.), Adult education and lifelong learning in Europe and beyond. (pp.121-132). Germany: Peter Lang
Publisher
Peter Lang International Academic Publishers